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Collaborative scholarship as a means of improving both university teaching practice and research capability

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The literature suggests generic workshops on the scholarship of teaching and learning (SoTL) rarely have a lasting impact on teaching. Seeking an alternative approach, academic developers designed a four-stage Collaborative Scholarship Model where they provided individualised SoTL mentoring to academics implementing a teaching innovation. Project outcomes included sustained change to teaching, openness to new ideas, scholarly contributions and peer recognition (through awards, publications or invited presentations). This model had a sustained impact on participants’ teaching and increased research productivity. Although few individuals can be mentored at one time in this labour-intensive model, long-term benefits may still outweigh limitations in scalability.
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Keywords: academic development; mentoring; scholarship of teaching and learning

Document Type: Research Article

Affiliations: 1: Faculty of Higher Education Lilydale, Swinburne University of Technology, Melbourne, Australia 2: Swinburne Online, Swinburne University of Technology, Melbourne, Australia 3: Faculty of Design, Swinburne University of Technology, Melbourne, Australia

Publication date: 2013-09-01

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